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Journal of Teaching Language Skills، جلد ۴۴، شماره ۱، صفحات ۵۳-۷۶
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عنوان انگلیسی The Combined Effects of Task Sequencing and Indirect Corrective Feedback on L2 Writing: Examining the SSARC Model
چکیده انگلیسی مقاله  Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because they did not provide learners with corrective feedback (CF). This study aimed to address this gap by examining the combined effects of TS and CF on writing complexity, accuracy, and fluency (CAF). To do so, 113 upper-intermediate EFL learners were selected and divided into two groups. Participants took a pretest at the beginning of the study. Each group performed two three-task sets in simple-to-complex(S-C) or complex-to-simple(C-S) order. In each group, the errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to revise their texts based on the provided CF and take a posttest at the end of the study. Multivariate analysis of variance (MANOVA) was run to analyze the pretest and posttest data. The results showed that the group performing tasks in S-C order and receiving ECs outperformed the others. Findings supported the SSARC (Stabilize, Simplify, Automatize, Reconstruct, Complexify) model. The study has implications for material development.
کلیدواژه‌های انگلیسی مقاله task sequencing,error codes,underlining,the SSARC model
نویسندگان مقاله Sara Ziaei |
Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

Mansoor Tavakoli |
Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

Zahra Amirian |
Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

نشانی اینترنتی https://tesl.shirazu.ac.ir/article_7812_b96a6e2ae3614ff6dd2a5d2328695f94.pdf
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